Vita Activa: análise de redações do ENEM a partir dos cânones retóricos

Abstract

This monograph endeavors to employ rhetorical canons in the analysis of essays crafted for the ENEM essay examination, an indispensable genre with profound implications for didactic practice at the high school level, serving as the primary gateway to public higher education in Brazil. The proposition is to delve into conceivable connections and argumentative strategies associated with Rhetorical Canons within the context of pedagogical efforts concerning textual production. The term 'Canons' finds its roots in various works, most notably in Cicero's treatise 'De Inventione,' and is further elucidated by Quintilian, a distinguished rhetorician, professor, and commentator on Cicero's philosophy in his work, 'Institutio Oratoria.' This study acknowledges specific rhetorical devices intended to enhance the effectiveness of primarily oral communication, bearing in mind that public deliberations on urban issues held a pivotal role in Roman political life. These devices include: i) inventio (invention): the judicious selection of arguments employed; ii) dispositio (disposition): the meticulous structuring of the argumentative process; iii) elocutio (elocution): the composition of discourse, closely intertwined with contemporary notions of textuality; iv) memoria: the art of memorizing discourse and preparing for public presentation; and v) actio (action): the dynamic delivery and performance of discourse. The significance of this inquiry stems from the pressing need for classroom initiatives grounded in literacy skills to address societal demands, with the ENEM representing a paramount concern for students in the school-age bracket. Despite the potential criticisms directed at the test model, it undeniably wields substantial influence in shaping curricula, teaching methodologies, and didactic resources. In essence, exploring the potential of the examination's essay component is inextricably linked to the commitment to democratizing higher education. In relation to the Canons, the selection of these devices is predicated upon their evident relevance to the requirements of the argumentative essay in high school, serving as a means of honing discursive and argumentative acumen not only for academic purposes but also for active participation in public discourse. The ENEM, within its written examination, necessitates a reflective engagement with social issues manifest within the Brazilian landscape, thereby underscoring the significance of addressing matters pertinent to the 'polis.' Accordingly, a pilot project has been devised to facilitate a nuanced exploration of the interplay between argumentation as required by college entrance examinations and the realm of rhetorical canons.